U.S. Department of Education
Bernadette Adams
Senior Policy Analyst, Office of Education Technology
American Institutes for Research
Darren Cambridge, Senior Consultant, Project Director
Marshal Conley, Education Consultant
Lauren Amos, Researcher
Kathleen Perez-Lopez, Senior Research Scientist
Consortium for School Networking
Keith R. Krueger, CEO
Gordon Dahlby, Director of Online Communities of Practice
Forum One Communications
Tim Shaw, Managing Director, Strategy Services
Jenn Johnson, Project Director
Friday Institute for Educational Innovation
Glenn Kleiman, Executive Director and Professor of Curriculum and Instruction in the North Carolina State University College of Education
Sherry Booth, Research Associate
Shaun B. Kellogg, Research Associate
Grunwald Associates LLC
Peter Grunwald, President
Tom de Boor, Online Communities Lead
Martha Vockley, Writer and Editor
State Educational Technology Directors Association
Douglas Levin, Executive Director
Lia Dossin, Manager of Online Community and Technology
Geoffrey Fletcher, Senior Director, Strategic Initiatives & Communications
Dear Connected Educators
I am a PhD candidate in Organizational Leadership at Eastern University and currently researching online Communities of Practice. May I have permission to send an email link to your members for an online survey? (I expect to have the survey instrument ready by the beginning of June.) If yes, would you also let me know how many current members are in Connected Educators?
Thanks
Seamus Clune
Here is the abstract from my proposal.
Technology has altered the classroom instructional paradigm. This change demands that the school community transform itself by providing more opportunities for professionalism, collaboration, risk-taking and reflection among teachers about pedagogy and student learning. Transformational principal leadership is widely perceived as a necessary catalyst for this change. This quantitative study will specifically explore the nature of the relationship between perceptions of transformational principal leadership, teacher self-efficacy, personal characteristics, and the effective use of educational technology for instruction in regards to those teachers who participated in an online K-12 Communities of Practice. This proposed investigation is guided by this primary question. 1) Does a K-12 teacher’s participation in an online Community of Practice increase their effective use of educational technology for instruction? This study will also focus on the following secondary questions. 2) Does a teachers’ perception of transformational principal leadership positively influence the effective use of educational technology? 3) What elements of a teachers’ perception of transformational principal leadership and teacher self-efficacy explain the observed differences in the effective use of educational technology? 4) Does the interaction between elements of a teachers’ perception of transformational leadership together with teacher self-efficacy better explain their positive influence on the effective use of educational technology?
Three survey tools will be utilized to gather data. Teacher Self-Efficacy scale will be used to measure a teacher’s self-efficacy beliefs regarding a particular task. The Teacher’s Use of Educational Technology in US Public Schools survey will be used to measure teacher and student use of educational technology and teacher training and preparation to effectively use educational technology for instruction. The Global Transformational Leadership scale will be used to gather principal leadership perceptions from their teachers.